An authoritative discourse surrounds the current dyslexia legislation and science of reading movement that largely silenced literacy teacher educators’ voices and participation in this important policy initiative. This study was designed to include the voices of literacy teacher educators from four Midwestern states (Iowa, Kansas, Missouri, Nebraska). The study was conducted across two phases. This article focuses on Phase II, which involved one-on-one interviews with participants. The interview responses were qualitatively analyzed using a priori and inductive analysis. Three major themes emerged that inform how literacy teacher educators negotiated sense-making of a historically confusing construct (dyslexia) and related policy initiative.
Howe, Kathleen S. and Roop, Teddy D.
"Opening the Circle to Support Dyslexia Policy Success: Learning From the Voices of Literacy Teacher Educators,"
Literacy Practice and Research: Vol. 48:
2, Article 2.
Available at: https://digitalcommons.fiu.edu/lpr/vol48/iss2/2